LOS ANGELES UNIFIED SCHOOL DISTRICT
Special Education Local Plan Area
LOCAL PLAN
FOR
SPECIAL EDUCATION
Dr. John Deasy
Superintendent of Schools
Sharyn Howell
Executive Director
Division of Special Education
January 2012
Los Angeles Unified School District
Division of Special Education
SELPA Local Plan
Table of Contents
Section I
Local Plan Advisory Committee Membership
and Meetings
Section II
Certification of Participation, Compatibility and
Compliance Assurances
Section III
Community Advisory Committee (CAC)
Certification
Section IV
SELPA Assurance Statement
Section V
Governance and Administration of the Plan
Section VI
Regionalized Services
Section VII
Community Advisory Committee (CAC)
Section VIII
Public Participation
Section IX
Early Childhood Education Program
Section X
Charter Schools
Section XI
Literacy
Section XII
Incarcerated 18-22 Years Old
Section XIII
Behavior Intervention
Section XIV
Educationally Related Mental Health Services
Appendices
A
LAUSD Organizational Chart
C
Community Advisory Committee By-laws
D
Interagency Agreement (on file in SELPA
Office)
E
Educationally Related Mental Health Service
LOS ANGELES UNIFIED SCHOOL DISTRICT
Special Education Local Plan Area
SECTION I
Local Plan Advisory
Committee Membership
Los Angeles Unified School District Division of Special Education Local Plan Revision Advisory Committee
Name Position Organization
Arias, Lucia Teacher United Teachers of Los
Angeles (UTLA)
Delia, Tim Teacher United Teachers of Los
Angeles (UTLA)
Di Leva, Joe School Site Administrator Associated Administrators of Los Angeles (AALA)
Gerber, Scott Teacher United Teachers of Los
Angeles (UTLA)
Glenn, Elizabeth Parent Community Advisory
Committee (CAC)
Gray, David Parent Community Advisory
Committee (CAC) Island, Dianne School Site Administrator United Teachers of Los
Angeles (UTLA)
Jarrett, Sharon Director Division of Special Education
Kehrley, Kerry School Site Administrator United Teachers of Los Angeles (UTLA)
Lopez, Gloria Director, SELPA Division of Special Education
Lumpkin, Judy Parent Community Advisory
Committee
Macintosh, Don Administrator Division of Special Education
Medrano, Vixente Specialist Parent Coordinator
Division of Special Education Molodow, Jody Coordinator, Charter Division of Special Education Montoya, Janet Support Unit Administrator Special Education Support
Unit
Wyles, David Parent Chair
Los Angeles Unified School District Division of Special Education Community Advisory Committee Local Plan Review and Approval
June 22, 2011
Gloria V. Lopez SELPA Director
David Wyles Community Advisory Committee
Chairperson
Guadalupe Barrera Parent
Elizabeth Glenn Parent
Mary Ramirez Parent
Bertha Rios Parent
Jacqueline Smith-Conkleton Foster Parent
Olga Solis Parent
Ethel Tyler Parent
Rosa Villegas Parent
Terry Wetzel Adult Education
Julia White Parent
Julie Wetzel Adult Education
Bruce Levy Teacher
David Gray Parent
Raymond Anderson Parent
Judi Lumpkin Parent
Mary Ramirez Parent
Angelica Calderon Parent
Juan Gonzales Parent
Los Angeles Unified School District Division of Special Education Local Plan Revision Meetings
Date Focus Group/Organization
August 20, 2010 Division Leadership Team
February 23, 2011 Charter Administrators and District Administrators May 11, 2011 Charter Administrators and District Administrators
May 9, 2011 Local Plan Advisory Committee
May 18, 2011 Community Advisory Committee
May 23, 2011 Local Plan Advisory Committee
May 25, 2011 Special Education Multi-Cultural Advisory Committee
June 6, 2011 Local Plan Advisory Committee
June 16, 2011 Special Education Principals Organization
LOS ANGELES UNIFIED SCHOOL DISTRICT
Special Education Local Plan Area
SECTION II
Certification of Participation,
Compatibility and
California Department of Education Special Education Division (Revised 10/08)
CERTIFICATION OF PARTICIPATION, COMPATIBILITY, AND COMPLIANCE ASSURANCES
CDS Code / SELPA Code 19 64733
SELPA Name
Los Angeles Unified School District
Application Date SELPA Address 333 South Beaudry SELPA City Los Angeles SELPA Zip 90638 Name SELPA Director (Print)
Los Angeles Unified School District SELPA
SELPA Director’s Telephone Number ( 213 ) 241-6701
1. CERTIFICATION BY AGENCY DESIGNATED AS ADMINISTRATIVE AND FISCAL AGENCY FOR THIS PROGRAM (Responsible Local Agency (RLA) or Administrative Unit (AU))
RLA/AU Name
Los Angeles Unified School District
Name/Title of RLA Superintendent (Type) Dr. John Deasy
Telephone Number ( 213 ) 241-6701 RLA/AU Street Address
333 South Beaudry
RLA/AU City Los Angeles
RLA/AU Zip 90638 Date of Governing Board
Approval
3. CERTIFICATION OF ASSURANCES
I certify that this plan has been adopted by the appropriate local board(s) (district/county) and is the basis for the operation and administration of special education programs; and that the agency(ies) herein represented will meet all applicable requirements of state and federal laws, regulations and state policies and procedures, including compliance with the Individuals with Disabilities Education Act, 20 USC 1400 et.seq, and implementing regulations under 34 CFR, Parts 300 and 303, 29 USC 705 (20), 794-794b, the Federal Rehabilitation Act of 1973, as amended, and the provisions of the California Education Code (EC), Part 30 and Chapter 3, Division 1 of Title V of the California Code of Regulations.
Signature of RLA Superintendent Date
4. CERTIFICATION OF COMPATIBILITY BY THE COUNTY SUPERINTENDENT OF SCHOOLS Pursuant to Education Code Section 56140, this plan ensures that all individuals with exceptional needs residing within the county, including those enrolled in alternative education programs, including but not limited to, alternative schools, charter schools, opportunity schools and classes, community day schools operated by school districts, community schools operated by the county office of education, and juvenile court schools, will have access to appropriate special education programs and related services.
County Office Name Los Angeles
Name of County Superintendent or Authorized Representative
Title
Street Address
9300 E. Imperial Highway
Signature of County Superintendent or Authorized Representative
Date
City Downey, California Zip 90242 Telephone Number ( )
5. CERTIFICATION OF COMMUNITY ADVISORY COMMITTEE (See attached)
FOR DEPARTMENT OF EDUCATION USE ONLY Recommended for Approval by the Superintendent of Public Instruction:
LOS ANGELES UNIFIED SCHOOL DISTRICT
Special Education Local Plan Area
SECTION III
Community Advisory
Committee (CAC)
LOS ANGELES UNIFIED SCHOOL DISTRICT
Special Education Local Plan Area
SECTION IV
SELPA
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
LOS ANGELES UNIFIED SCHOOL DISTRICT
SPECIAL EDUCATION LOCAL PLAN AREA
LOCAL EDUCATION AGENCY (LEA) ASSURANCES
1. FREE APPROPRIATE PUBLIC EDUCATION 20 USC Section (§) 1412 (a)(1)
It shall be the policy of this LEA that a free appropriate public education is available to all children residing in the LEA between the ages of three through 21 inclusive, including students with disabilities who have been suspended or expelled from school.
2. FULL EDUCATIONAL OPPORTUNITY 20 USC § 1412 (a)(2)
It shall be the policy of this LEA that all pupils with disabilities have access to educational programs, nonacademic programs, and services available to non-disabled pupils.
3. CHILD FIND 20 USC § 1412 (a)(3)
It shall be the policy of this LEA that all children with disabilities residing in the State, including children with disabilities who are homeless or are wards of the State and children attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services are identified, located and evaluated. A practical method is developed and
implemented to determine which students with disabilities are currently receiving needed special education and related services.
4. INDIVIDUALIZED EDUCATION PROGRAM (IEP) AND INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) 20 USC § 1412 (a)(4)
It shall be the policy of this LEA that an Individualized Education Program (IEP) or an Individualized Family Service Plan (IFSP) is developed, reviewed and revised for each child with a disability who requires special education and related services in order to benefit from his/her individualized
education program. It shall be the policy of this LEA that a review of an IEP will be conducted on at least an annual basis to review a student’s progress and make appropriate revisions.
5. LEAST RESTRICTIVE ENVIRONMENT 20 USC § 1412 (a)(5)
It shall be the policy of this LEA that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children
California Department of Education Special Education Division SED-LP-5 Revised 11/2009 who are not disabled. Special class, separate schooling, or other removal of a student with disabilities from the general educational environment, occurs only when the nature or severity of the disability of the student is such that education in general classes with the use of supplemental aids and services cannot be achieved satisfactorily.
6. PROCEDURAL SAFEGUARDS 20 USC § 1412 (a)(6)
It shall be the policy of this LEA that children with disabilities and their parents shall be afforded all procedural safeguards throughout the provision of a free appropriate public education including the identification, evaluation, and placement process.
7. EVALUATION 20 USC § 1412 (a)(7)
It shall be the policy of this LEA that a reassessment of a student with a disability shall be conducted at least once every three years or more frequently, if appropriate.
8. CONFIDENTIALITY 20 USC § 1412 (a)(8)
It shall be the policy of this LEA that the confidentiality of personally identifiable data information and records maintained by the LEA relating to children with disabilities and their parents and families shall be protected pursuant to the Family Educational Rights and Privacy Act (FERPA).
9. PART C, TRANSITION 20 USC § 1412 (a)(9)
It shall be the policy of this LEA that a transition process for a child who is participating in Early Intervention Programs (IDEA, Part C) with an IFSP is begun prior to a toddler’s third birthday. The transition process shall be smooth, timely and effective for the child and family.
10. PRIVATE SCHOOLS 20 USC § 1412 (a)(10)
It shall be the policy of this LEA to assure that children with disabilities voluntarily enrolled by their parents in private schools shall receive appropriate special education and related services pursuant to LEA coordinated procedures. The proportionate amount of federal funds will be allocated for the
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
purpose of providing special education services to children with disabilities voluntarily enrolled in private school by their parents.
11. LOCAL COMPLIANCE ASSURANCES 20 USC § 1412 (a)(11)
It shall be the policy of this LEA that the local plan shall be adopted by the appropriate local board(s) (district/county) and is the basis for the operation and administration of special education programs; and that the agency(ies) herein represented will meet all applicable requirements of state and federal laws and regulations, including compliance with the Individuals with Disabilities Education Act, the Federal Rehabilitation Act of 1973,Section 504 of Public Law and the provisions of the California
Education Code, Part 30.
12. INTERAGENCY 20 USC § 1412 (a)(12)
It shall be the policy of this LEA that interagency agreements or other mechanisms for interagency coordination are in effect to ensure services required for Free Appropriate Public Education are provided, including the continuation of services during an interagency dispute resolution process.
13. GOVERNANCE 20 USC § 1412 (a)(13)
It shall be the policy of this LEA to support and comply with the provisions of the governance bodies and any necessary administrative support to implement the Local Plan. A final determination that an LEA is not eligible for assistance under this part will not be made without first affording that LEA with reasonable notice and an opportunity for a hearing through the State Educational Agency.
14. PERSONNEL QUALIFICATIONS 20 USC § 1412 (a)(14)
It shall be the policy of this LEA to ensure that personnel providing special education related services meet the highly qualified requirements as defined under federal law, including that those personnel have the content knowledge and skills to serve children with disabilities.
This policy shall not be construed to create a right of action on behalf of an individual student for the failure of a particular LEA staff person to be highly qualified or to prevent a parent from filing a State complaint with the CDE about staff qualifications.
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
15. PERFORMANCE GOALS & INDICATORS 20 USC § 1412 (a)(15)
It shall be the policy of this LEA to comply with the requirements of the performance goals and indicators developed by the CDE and provide data as required by the CDE.
16. PARTICIPATION IN ASSESSMENTS 20 USC § 1412 (a)(16)
It shall be the policy of this LEA that all students with disabilities shall participate in state and district-wide assessment programs. The IEP team determines how a student will access assessments with or without accommodations, or access alternate assessments, consistent with state standards
governing such determinations.
17. SUPPLEMENTATION OF STATE/FEDERAL FUNDS 20 USC § 1412 (a)(17)
It shall be the policy of this LEA to provide assurances that funds received from Part B of the IDEA will be expended in accordance with the applicable provisions of the IDEA; will be used to supplement and not to supplant state, local and other Federal funds those funds.
18. MAINTENANCE OF EFFORT 20 USC § 1412 (a)(18)
It shall be the policy of this LEA that federal funds will not be used to reduce the level of local funds and/or combined level of local and state funds expended for the education of children with disabilities except as provided in Federal law and regulations.
19. PUBLIC PARTICIPATION 20 USC § 1412 (a)(19)
It shall be the policy of this LEA that public hearings, adequate notice of the hearings, and an opportunity for comment available to the general public, including individuals with disabilities and parents of children with disabilities are held prior to the adoption of any policies and/or regulations needed to comply with Part B of the IDEA.
20. RULE OF CONSTRUCTION 20 USC § 1412 (a)(20)
(Federal requirement for State Education Agency only)
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
21. STATE ADVISORY PANEL 20 USC § 1412 (a)(21)
(Federal requirement for State Education Agency only)
22. SUSPENSION/EXPULSION (20 USC § 1412 (a)(22))
The LEA assures that data on suspension and expulsion rates will be provided in a manner prescribed by the CDE. When indicated by data analysis, the LEA further assures that policies, procedures and practices related to the development and implementation of the IEPs will be revised.
23. ACCESS TO INSTRUCTIONAL MATERIALS 20 USC § 1412 (a)(23)
It shall be the policy of this LEA to provide instructional materials to blind students or other students with print disabilities in a timely manner according to the state adopted National Instructional
Materials Accessibility Standard.
24. OVERIDENTIFICATION AND DISPROPORTIONALITY 20 USC § 1412 (a)(24)
It shall be the policy of this LEA to prevent the inappropriate disproportionate representation by race and ethnicity of students with disabilities.
25. PROHIBITION ON MANDATORY MEDICINE 20 USC § 1412 (a)(25)
It shall be the policy of this LEA to prohibit school personnel from requiring a student to obtain a prescription for a substance covered by the Controlled Substances Act as a condition of attending school or receiving a special education assessment and/or services.
26. DISTRIBUTION OF FUNDS 20 Usc § 1411(e),(f)(1-3)
(Federal requirement for State Education Agency only)
27. DATA 20 USC § 1418 a-d
It shall be the policy of this LEA to provide data or information to the California Department of Education that may be required by regulations.
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
28. READING LITERACY (State Board requirement, 2/99)
It shall be the policy of this LEA that in order to improve the educational results for students with disabilities, SELPA Local Plans shall include specific information to ensure that all students who require special education will participate in the California Reading Initiative.
29. CHARTER SCHOOLS EC 56207.5 (a-c)
It shall be the policy of this LEA that a request by a charter school to participate as a local educational agency in a special education local plan area may not be treated differently from a similar request made by a school district.
In accordance with Federal and State laws and regulations, the
Los Angeles Unified School District SELPA
certifies that this plan has been adopted by the appropriate local board(s) (district/county) and is the basis for the operation and administration of special education programs; and that the agency herein represented will meet all applicable requirements of state and federal laws, regulations and state policies and procedures, including compliance with the Individuals with Disabilities Education Act, 20 USC 1400 et.seq, and implementing regulations under 34 CFR, Parts 300 and 303, 29 USC 794, 705 (20), 794- 794b, the Federal Rehabilitation Act of 1973, as amended, and the provisions of the California Education Code, Part 30 and Chapter 3, Division 1 of Title V of the California Code of
Regulations.
Be it further resolved, the LEA superintendent shall administer the local implementation of
procedures, in accordance with state and federal laws, rules, and regulations, which will ensure full compliance.
California Department of Education Special Education Division SED-LP-5 Revised 11/2009
Furthermore, the LEA superintendent ensures that policies and procedures covered by this assurance statement are on file at the Local Education Agency and the SELPA office. Adopted this _______ day of ______________, 20_____.
Yeas: ____________ Nays: ___________
Signed: _______________________________________________________________
Dr. John Deasy, Superintendent of Schools
LOS ANGELES UNIFIED SCHOOL
DISTRICT
Special Education Local Plan Area
SECTION V
Governance and
DESCRIPTION OF GOVERNANCE AND ADMINISTRATION OF THE LOCAL PLAN
Governance Structure
The Los Angeles Unified School District is a single district Special Education Local Plan Area (SELPA) that provides comprehensive special education programs and services for students with exceptional needs.
The Los Angeles Unified School District Board of Education is the District’s governing body. Its seven (7) elected members appoint the Superintendent of Schools who is the Chief Administrative Officer of the District. Staff for the Superintendent of Schools includes a Deputy Superintendent of Instruction, Senior Deputy Superintendent of School Operations, Chief Strategy Officer, Chief Facilities Executive, General Counsel, and Local District Superintendents. Local District Superintendents are responsible for the District’s eight (8) administrative areas (Local Districts) (Appendix A). The Division of Special Education is administered by the Executive Director in accordance with the District’s organizational structure. (Appendix B). The Division of Special Education includes four (4) Special Education Support Units that work closely with Local Districts. The Community Advisory Committee (CAC) acts in an advisory capacity to the SELPA. Local District Superintendents work with their staff and Special Education Support Unit staff to inform school principals in their respective Local Districts about requirements for the operation of special education programs. Special Education Support Units
associated with each Local District, under the leadership of the Executive Director, Division of Special Education, administer the special education program and services. Each Special Education Support Unit has Program Specialists with expertise in various aspects of special education to assist schools and staff in implementing special
education programs.
Responsibilities of the Board of Education
The Los Angeles Unified School District’s Board of Education establishes policies and District staff assumes responsibility for implementing Board of Education established policies and District staff assumes responsibility for implementing Board of Education policies on a District-wide basis. The Board of Education is responsible for submission of an adopted Special Education Local Plan to the State Superintendent of Public Instruction and for establishing a governance structure for implementation of the plan. The functions of the Board of Education in relation to special education include, but are not limited to:
Reviewing, adopting, and implementing the Special Education Local Plan to assure assess to special education programs and services for all eligible
individuals with disabilities birth to 21 years of age residing within the geographic area served by the Los Angeles Unified School District.
Adopting policies and administrative regulations related to the governance and operation of the SELPA.
Assuming fiscal accountability for the special education programs and services operated by the SELPA.
Assuming responsibility for the exercising authority over the special education services operated by the SELPA.
Holding public Board of Education meetings in compliance with state law including hearings for the annual service and budget plans.
Appointing voting members to the Community Advisory Committee for Special Education.
Contracting with nonpublic schools and agencies, when necessary, to provide appropriate special education services to students.
Ensuring a welcoming and respectful environment for Individuals With Disabilities within the Los Angeles Unified School District.
Responsibilities of the Superintendent
The Superintendent of Schools serves as the Responsible Local Agency (RLA) administrator. He is appointed by the Los Angeles Unified School District Board of Education. The Superintendent of Schools, with staff assistance, is responsible for District-wide implementation of educational processes and for formulating major District policies. Under the direction of the Board of Education, the Superintendent of Schools delegates appropriate authority and responsibility to the Deputy Superintendent of Instruction who provides support and direction to the Executive Director, Division of Special Education. The Deputy Superintendent of Instruction is responsible for the supervision, evaluation, and discipline of the Executive Director, Division of Special Education/Los Angeles Unified School District SELPA. The Executive Director, Division of Special Education/Los Angeles Unified School District SELPA is appointed by the Board of Education as are eight (8) Local District Superintendents all of whom report to the Deputy Superintendent of Instruction.
The responsibilities of the Superintendent of Schools regarding special education include, but are not limited to:
• Recommending to the Board of Education the adoption of SELPA policies in accordance with federal and state laws and regulations.
• Providing leadership in support of special education programs and services. • Recommending a District budget to the Board of Education, which includes a
SELPA budget and, when required by the Education Code, a SELPA annual budget plan.
Presenting nonpublic school placements for consideration to the Board of Education.
Supervising or designating supervision of the SELPA Director.
Recommending adoption of the Special Education Local Plan to the Board of Education.
Responsibilities of the Executive Director, Division of Special Education/Los Angeles Unified School District SELPA
The Executive Director, Division of Special Education/Los Angeles Unified School District SELPA, serves as the Special Education Local Plan Area (SELPA) Director and is responsible for administration of the Local Plan. The Executive Director provides guidance and support to the eight (8) Local Districts and supervises the Special Education Support Unit Administrators.
The Executive Director, Division of Special Education/Los Angeles Unified School District SELPA fulfills the following responsibilities:
Provides leadership and direction in the interpretation and implementation of federal and state mandates, District policies, and procedures for special education programs.
Develops a strategic plan for the development, implementation and monitoring of programs, services, and instruction that ensures the achievement of students with disabilities and prevention of misidentification for special education.
Provides for the development and evaluation of curricula, instructional materials, and specialized equipment.
Serves as a resource person to community groups, outside agencies, professional groups, Local District personnel and parents.
Promotes collaboration between special and general education personnel and parents in determining appropriate instructional support for eligible students with disabilities.
Reviews assignments of students with disability upon teacher request.
Monitors programs and services for compliance.
Maintains data and prepares local, state and federal special education reports as required.
Promotes collaboration among central support and Local District personnel to increase accountability for positive student outcomes.
Monitors the District and schools for compliance with state, federal and local special education mandates including personnel development, procedural safeguards, and other assurances.
Coordinates compliance reviews, District Validation Reviews (DVR) including DVR’s of nonpublic schools with whom it maintains contracts and independent charter schools authorized by the Board of Education within the SELPA.
Administers procedures to assure fiscal management of all special education funds.
Provides leadership and coordination in the development of a system of staff development and parent education.
Facilitates and monitors the development of interagency agreements.
Acts as a liaison with and provides fiscal and logistical support to the Community Advisory Committee.
Directs and supervises the implementation of compliant and due process safeguards and procedures.
The Executive Director, Division of Special Education/Los Angeles Unified School District SELPA, is supported in ensuring that special education programs and services meet federal and state legal mandates by the following administrative departments: Administration and Support; Due Process; Program/Fiscal Accountability; Least Restrictive Environment (LRE) Programs; MCD Monitoring/Policies and Procedures; Nonpublic School/Agencies; Psychological Services; Related Services; Transition Services; Low Incidence, Private Schools; and Early Childhood (within the Early Childhood Division).
Development of the Local Plan
The Los Angeles Unified School District is responsible for developing, adopting,
submitting to the State Superintendent of Public Instruction and implementing a Special Education Local Plan in accordance with federal and state laws and regulations. The Board of Education approves policies and procedures that are reflected in the local plan.
A. Special Education Local Plan Advisory Committee
In accordance with E.C.§56195.3, the SELPA shall, in developing the Special Education Local Plan, “involve special and general education teachers selected by their peers and parents selected by their peers in an active role”.
1. The Los Angeles Unified School District SELPA has a Local Plan Advisory Committee to advise in the development of the Local Plan. The SELPA Director is responsible for coordination of the development of the Local Plan. The Local Plan Advisory Committee had sixteen members selected by their peers from the following group:
Parent representatives from CAC
Chairperson of the CAC
Teacher Representatives
District personnel selected by the Executive Director
2. Local Plan Advisory Committee meetings review, revise, and advise on the content of the Local Plan.
3. Recommendations from the Local Plan Advisory Committee are shared with the Community Advisory Committee for CAC input.
B. Regular Consultation Regarding Annual Service and Budget Plans.
Revisions or amendments to the Special Education Local Plan will be considered annually during the services and budget planning process, unless such revisions or amendments will be approved by the Los Angeles Unified School District Board of Education.
The Annual Budget Plan will be developed as part of the District's annual budget development process. The Community Advisory Committee acts in an advisory capacity to the development of the Annual Service and Budget Plan.
LAUSD Organizational Chart – Effective July 1, 2011 Board of Education Superintendent Deputy Superintendent of Instruction Sr. Deputy Superintendent of School Operations Local District Superintendents (8) Director of Talent Mgmt., Teaching & Leadership
Development Chief Human
Resources Officer
Chief Financial Officer
Chief Strategy Officer
Director of Financial Planning and Analysis Chief Academic Officer
Chief Information Officer
Executive Director of Data, Accountability, and Performance Management
Board Secretariat
Chief Operating Officer
Director of Communications Chief of School Police
Chief Facilities Executive
Executive Director of Innovation and Charter Director of
Government Relations Executive Director of
Special Education
Chief of School, Family, & Parent/Community Services
General Counsel
Assistant Superintendent of School Operations Chief of Intensive
Support and Intervention
Personnel Commission
Asset Management
Maintenance & Operations
Project Execution
Contracts
Program Support & Services Board of Education Superintendent Deputy Superintendent of Instruction Sr. Deputy Superintendent of School Operations Local District Superintendents (8) Director of Talent Mgmt., Teaching & Leadership
Development Chief Human
Resources Officer
Chief Financial Officer
Chief Strategy Officer
Director of Financial Planning and Analysis Chief Academic Officer
Chief Information Officer
Executive Director of Data, Accountability, and Performance Management
Board Secretariat
Chief Operating Officer
Director of Communications Chief of School Police
Chief Facilities Executive
Executive Director of Innovation and Charter Director of
Government Relations Executive Director of
Special Education
Chief of School, Family, & Parent/Community Services
General Counsel
Assistant Superintendent of School Operations Chief of Intensive
Support and Intervention
Personnel Commission
Asset Management
Maintenance & Operations
Project Execution
Contracts
VI-1
LOS ANGELES UNIFIED SCHOOL
DISTRICT
Special Education Local Plan Area
SECTION VI
VI-2
REGIONALIZED SERVICES
In accordance with federal and state mandates, students within the Los Angeles Unified School District are identified, referred, assessed, and provided
appropriate programs and services based on assessed needs and the least restrict environments as determined by their Individual Education Program (IEP). Students who have disabilities related to: hearing impairment, hearing and visual impairments, speech or language impairment, visual impairment, severe
orthopedic impairment, other health impairments, autistic-like behaviors, intellectual disability, emotional disturbance, specific learning disabilities,
traumatic brain injury, multiple disabilities, established medical disability (3-5 year olds), and developmental delays are served by the Los Angeles Unified School District’s programs and services.
The goals of the Los Angeles Unified School District’s Division of Special Education are:
Ensuring the unique needs of students with disabilities are accurately identified and appropriately met using uniform criteria in compliance with state and federal special education laws;
Staffing all special education programs with knowledgeable and qualified personnel;
Successfully integrating students with disabilities with their non-disabled peers to the maximum extent appropriate in the least restrictive
environment;
Providing meaningful access to the District’s core and expanded
curriculum as measured by achievement of standards-based IEP goals, increase in graduation/completion rates, and increase in the percentage of students continuing into successful post-secondary activities; and
Effectively using an administrative monitoring system, a data management system, and a decision support system with technical support to schools and Local Districts to assist in meeting compliance mandates and
increasing the effectiveness of special education programs and services. To accomplish these goals, the District provides the following:
Decentralized District-wide referral and assessment services to provide search and serve for students with disabilities.
VI-3 classes with related services; general education classes with resource specialist programs; special day programs; special day programs with related services; special education centers; non-public schools/agencies; home or hospital instruction, and state residential schools.
Related services including but not limited to: language and speech, audiological services, deaf and hard of hearing services, orientation and mobility instruction, adapted physical education, counseling and guidance, parent counseling and training, health and nursing services, specially designed vocational education and career development, physical therapy, occupational therapy, vision services, social worker services, and behavior intervention.
Transition services for children two years, nine months of age, transitioning to preschool programs.
Transition services for students with disabilities ages 14-21 coordinated through the District Office of Transition Services, Division of Special Education.
Provision of classroom special education assistants and/or trainees to provide support for students with disabilities and teachers who provide service these students.
Continued instruction for students with disabilities who require special education and related services in excess of the regular academic year through the Extended School Year (ESY). ESY is provided for students with disabilities who have disabilities that are likely to continue indefinitely or for a prolonged period, show regression in skills during interruptions of education program, or have limited recoupment capacity.
Community involvement opportunities through the Community Advisory Committee (CAC), Special Education Multicultural Advisory Committee (SEMAC), and partnerships with community agencies.
Partnerships and cooperation with institutes of higher education to provide training of personnel and development of innovative programs.
Regional services include all those services described in EC§56836.23:
Coordination and implementation of the Special Education Local Plan.
Coordinated systems of identification and assessment.
VI-4
Coordinated system of curriculum development and alignment with the core curriculum.
Coordinated system of internal program review, evaluation of the effectiveness of the local plan and implementation of a local plan accountability mechanism.
Coordinated system of data collection and management including a web-based IEP data and service tracking system.
Coordination of services to medical facilities
Coordination of services to licensed children’s institutions and foster family homes.
Preparation and transmission of required special education local plan area reports.
Fiscal and logistical support of the Community Advisory Committee (CAC).
Coordination of transportation services for children with disabilities.
Assurances of full educational opportunity.
Fiscal administration and allocation of state and federal funds.
Direct instructional support that may be provided by program specialists.
Program Specialist Services (E.C. 56368[a] [b] [5])
A. Rationale
Education Code §56368 requires that each Special Education Local Plan Area have the services of specialized personnel with in-depth knowledge of specific disabling conditions employed in order to provide regionalized services.
B. Policy Statement
VI-5 A Program Specialist holds a valid special education credential, clinical services credential, health services credential, or a school psychologist authorization and has advanced training and related experience in the education of individuals with disabilities and specialized in-depth knowledge in early childhood education, career vocational development, or one or more areas of major disabling conditions.
C. Administrative Guidelines
Program Specialists are assigned to each Special Education Support Unit to provide services to general education sites and special centers geographically located within the administrative area served by the Local District. Program Specialists assignments are determined by the number of identified needs of the eligible students with disabilities within each Local District.
Program Specialists are also allocated to selected categorical programs that provide District-wide services based on student numbers and needs of the eligible students with disabilities.
The Division of Special Education and/or the Local District conducts an
application, screening, and selection process to recruit qualified applicants for the position of Program Specialist. Candidates with the following qualifications are sought:
Permanent status with the District
A minimum of five (5) years of classroom teaching experience three (3) of which must be in special education;
Possession of a valid California special education credential, clinical services credential, health services credential, or a school psychologist authorization;
Advance training and related experience in the education of individuals with disabilities;
Excellent human relations and communication skills;
Expertise in the area in which services will be provided such as in a specific disability, early childhood education, or career vocational development;
VI-6
Broad knowledge of special education laws, policies, and procedures.
Responsibilities of a Program Specialist in accordance with EC §56368 may include:
Observing, consulting with, and assisting resource specialist, designed instruction and services instructors, special and general education teachers;
Planning programs, coordinating curricular resources, and evaluating effectiveness of programs for individuals with disabilities;
Participating in each school’s staff development, program development, and innovation of special methods and approaches;
Providing coordination, consultation and program development in areas of expertise;
Providing professional development for staff and parents as determined by the Executive Director, Special Education;
Providing curriculum development and support for special education programs and services;
Modeling teaching and classroom management techniques;
Informing teachers and administrators of current instructional practices and materials, innovative programs, and pertinent research and literature;
Providing technical support with IEP procedures and requirements including writing standards-based goals to meet student needs and identifying appropriate State and District assessments, accommodations, and modifications;
Assisting the Special Education Support Unit Administrators, Local Districts and Executive Director by responding to parent or community calls regarding requests for information or concerns; and
VII-1
LOS ANGELES UNIFIED SCHOOL
DISTRICT
Special Education Local Plan Area
SECTION VII
VII-2 COMMUNITY ADVISORY COMMITTEE
The Community Advisory Committee (CAC) serves the Superintendent of Schools, the Board of Education and the Executive Director of the Division of Special Education in an advisory role.
1. Composition of the Community Advisory Committee
Parents comprise a majority of the membership of the Community Advisory Committee and of these members the majority must be parents of children with disabilities. Other representatives include members of the United Teachers of Los Angeles (UTLA),
Administrators Association of Los Angeles (AALA), other school personnel, students with disabilities, parents of non-disabled children, adults with disabilities, representatives of related public and private agencies, and other persons concerned with the needs of individuals with exceptional needs. The CAC is governed by a set of by-laws voted upon by the members and approved by the CAC Board of Education. (Appendix C)
2. Responsibilities of the Community Advisory Committee
Advise the Superintendent of Schools, the Board of Education and the Executive Director of the Division of Special Education regarding the development,
amendment and review of the Local Plan including annual service and budget plans;
Make recommendations on annual priorities to be addressed by the Local Plan; Encourage community awareness and involvement in the development and
review of the Local Plan;
Provide ongoing input on special education services, accountability, outcomes and fiscal allocation of resources in accordance with federal and state education code and regulations;
Inform and advise SELPA staff regarding community conditions, issues, aspirations, and goals for children with disabilities;
Assist in parent education and in recruiting parents, volunteers, and agencies who may contribute to the implementation of the Local Plan;
Assist in parent awareness of the importance of regular school attendance; Support activities on behalf of children with disabilities and their families; Facilitate communication between the District, schools, parents, and the
community;
VII-3 3. Appointment of Members
The Community Advisory Committee shall consist of not less than seventeen (17) nor more than thirty one (31) members appointed annually by the Los Angeles Unified School District Board of Education. Members serve a two year term with one half of the group being selected alternating years. To the greatest extent possible, CAC
membership will be representative of the ethnic, socioeconomic and geographic composition of the District as well as all age groups and disabilities it serves.
The Chairperson of the CAC is a member of the committee to review and revise the Local Plan. The chairperson is selected by a process outlined in the CAC bylaws. All regular meetings of the CAC are open to the public.
4. Termination of Membership
LOS ANGELES UNIFIED SCHOOL
DISTRICT
Special Education Local Plan Area
SECTION VIII
PUBLIC PARTICIPATION
In accordance with EC §56205(a)(20), the Los Angeles Unified School District provides opportunities for public participation regarding policies and procedures through a variety of avenues. Interested parties may address the Board of Education at regularly scheduled Board Meetings as per applicable Board of Education procedures. The Los Angeles Unified School District SELPA also seeks input and review from the Community Advisory Committee (CAC), the Special Education Multicultural Advisory Committee (SEMAC), the United Teachers of Los Angeles (UTLA), other unions representing District staff, and outside agencies including regional centers. The annual service and budget plans shall be adopted at a public hearing held during regularly scheduled Board of Education meetings. Notice of the hearing will be posted in each school at least fifteen (15) days prior to the hearing, as required by EC §56205(b)(1).
Members of the public, including parents or guardians of individuals with exceptional needs who are receiving services under the local plan, may address questions and concerns to the local school site, Special Education Support Units, Division of Special Education administrative staff, the Specially Funded Programs Office, the Educational Equity Compliance Office, or the
District’s Parent Resource Network for investigation and, when necessary, corrective action. Complaints may also be addressed through either the Los Angeles Unified School District website (www.lausd.net) or the Division of Special Education website (http://sped.lausd.net). The District has Uniform Complaint Procedures that are disseminated to schools, offices, and parents annually.
LOS ANGELES UNIFIED SCHOOL
DISTRICT
Special Education Local Plan Area
SECTION IX
EARLY CHILDHOOD EDUCATION PROGRAM DESCRIPTION
Infant and Toddler Programs
Program Operations
A. Program Enrollment Processes and Priorities
The District is mandated to serve infants and toddlers with the eligibilities of solely visual, hearing or severe orthopedic impairment. The service to other eligible infants and toddlers
is mandated to the Regional Center.
The District will continue to serve all presently enrolled infants and toddlers until transition at age thirty-six months. Using the California State Department’s formula, the District will establish a new low incidence service mandate annually. The District will serve dually
eligible children through an Individualized Family Service Plan (IFSP) developed with Regional Center as long as the District’s state funded unit capacity of infants and toddlers has not been reached. (Prior to referrals of dually eligible children, Regional Center contacts the Early Childhood Education administrative office for the current
status of the District’s enrollment in relation to its funded capacity.)
Specific procedures for serving dually eligible infants and toddlers are delineated in the Interagency Agreement with each of the six Regional Centers in the District’s area. (Appendix D)
B. Program Services and Options
Services to eligible infants and toddlers and their families will be coordinated through Infant Support Services intake coordinators and lead teachers. Specific services that each family will be offered include the following: (1) service coordination, (2) direct services at the home or other natural setting for the child and family, (3) parent support/education, and (4)
assistance to families in accessing other appropriate services within each of their communities.
Infant Support Services will be staffed with credentialed teachers for infants and toddlers with visual and hearing impairments as well as appropriate support staff that may include special education assistants, nurses, social workers, psychologists, interpreters, speech and language specialists, special education teachers, physical and occupational therapists as well as other specialists.
Service coordinators serve as a single point of contact for the family and assist them in developing the IFSP, accessing the services identified in the IFSP, facilitating the timely delivery of services, evaluating ongoing progress and seeking other appropriate services as needed. The service coordinators will be knowledgeable of the fourteen early
intervention services required by Part C and will assist the family in obtaining those services that are appropriate to meet their needs. Service coordinators will work closely with
departments within the District as well as outside agencies to assure that the provisions of the law are met.
In the development of the IFSP the family and the professionals will decide which of the services offered are needed and appropriate. Many of the services families choose may be provided by other agencies or personal contacts and resources.
Among the services offered will be identification, evaluation and assessment of infants and toddlers with visual, hearing or severe orthopedic impairment. The service coordinators will work closely with the family in establishing a plan for this process and assuring its timely completion.
Some of the objectives of the program services are to:
Develop an on-going educational program designed to enhance/develop “teaching” skills for the parent as first teacher;
Provide an atmosphere for parent interaction/support; Provide an opportunity for transdisciplinary staff interaction;
Increase awareness and use of specialized equipment, when appropriate, by children and families/caregivers;
Provide parent education and counseling with the resources of appropriately trained staff; and
Increase awareness of other educational opportunities available to children and families. Intervention will be offered on an individualized basis to meet the diverse needs of the children and families. The service may include parent education and support as well as activities for the child to promote sensory development, fine and gross motor development and/or development of communication skills. Staff has the knowledge to be able to provide families with information/instruction in regards to the unique needs of the low incidence child. For the child with visual impairment, activities frequently focus on the development of visual efficiency and tactile skills while the emphasis for the child with hearing impairment is often on the development of oral language, attending, listening and sign language skills (as appropriate) and the establishment of an on-going communication system (oral or total) between the parent and infant. For the child with severe orthopedic impairment, the emphasis of service is often assisting the child in accessing his/her environment and the functional manipulation of objects.
The frequency of the services is determined at the IFSP meeting to meet the specific needs of the child and family.
The District contracts with Accredited Nursing Care to provide educationally-based respite care services to parents of eligible infants and toddlers with low incidence needs. The services occur in the family’s home and in District family support centers.
C. Service Delivery Procedures and Interagency Agreement Service delivery procedures include:
1. Identification and Referral
The District works in coordination with Regional Centers, Family Resource Centers and other related agencies to ensure the dissemination of information concerning availability
of services and procedures for referrals.
The District’s referral procedures for infants/toddlers are:
a. If a referral is received for an infant or toddler who is eligible for Part C but does not appear to meet the eligibility for District service, a referral will be made to a Regional Center within two working days.
b. When the District receives a referral for an infant or toddler who appears dually eligible and the District has either not reached its 1980-1981 mandate or is under its funded state unit capacity, it will notify the Regional Center of that referral in writing within five days. If the 1980-1981 mandate and the funded capacity will be reached, the dually eligible child is the sole responsibility of the Regional Center and the referral will be made to Regional Center within two working days.
c. When a referral for an infant or toddler who appears to be eligible for Part C services through the District is received by a District office or staff member, the referral will be immediately sent to one of the designated intake coordinators or lead teachers. 2. Evaluation and Assessment
The service coordinator will meet with the family to plan appropriate evaluation and assessment and subsequently an IFSP to be completed within 45 days of the date of referral for services.
The evaluation will be conducted by appropriate qualified personnel to determine a child’s eligibility under Part C. The assessments conducted by the appropriate personnel will help identify the child’s unique strengths and needs as well as the
resources, priorities and concerns of the family and the supports and services necessary to enhance the family’s capacity to meet the developmental needs of their infant or toddler with a disability. Continuing assessments will be delineated through the IFSP. 3. Individualized Family Service Plans (IFSP)
The service coordinator will be responsible for conducting an IFSP meeting within 45 days of the receipt of referral for services. The law requires that the parent, other family members or advocates (if the parent desires), service provider (for review IFSPs) and the service coordinator must be part of the IFSP meeting. If assessments have been conducted, it is desirable to have the assessor at the meeting but if that is not possible, the law allows for information to be presented in writing or on the phone.
The content of the IFSP will include:
A summary of the child’s strengths and challenges. This will include information on adaptive development, cognitive development, communication development, hearing, physical development, self-help, social-emotional development and vision.
A statement of the family concerns, priorities and preferred resources related to enhancing the development of the child. This will be done with concurrence of the family.
A statement of the major outcomes expected to be achieved for the child and family, and the criteria, procedures and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modifications or revisions of the outcomes or services are necessary.
A summary of the early intervention services necessary to meet the outcomes selected and the frequency, intensity and expected duration of the services specified. It should also include information on how and where the services will be provided.
To the extent appropriate, a delineation of the required services provided by other agencies as well as non-required services that the District may assist the family in accessing.
The name of the service coordinator who will be responsible for the
implementation of the IFSP and coordination with other agencies and persons. A plan for transitioning the child from Part C services to preschool special
education services (Part B) or other services as appropriate. 4. Provision of Early Intervention Services
a. Infants and toddlers eligible for Part C services through the District will have access to home-based services delivered by Infant Support Services staff. These services are individually planned to meet the diverse needs of the children and include but are not limited to those listed in EC Part 30 Chapter 4.4 §564261.1. b. Infants and toddlers eligible for Part C services through the District will have access
to home and community services within the natural environment delivered by Infant Support Services staff. These services include but are not limited to those listed in EC Part 30 Chapter 4.4 §56426.2.
c. The service coordinator will assist the family in accessing needed related services. Some of these services will be provided directly through the District’s
transdisciplinary team of specialists. Other of these services will be provided through a coordinated effort with other private and public agencies.
d. The families of infants and toddlers eligible for Part C services through the District will be provided with a wide range of family involvement activities delivered through Infant Support Services staff. These services include but are not limited to those listed in EC Part 30 Chapter 4.4 §56426.4.
e. The service coordinator through the IFSP process will work in collaboration with the family in all decisions concerning choice of service options and consult with the family to ensure the effective provision of the ongoing services. The family will be fully informed of information relative to the choice of services. In developing the IFSP, the service coordinator will follow the provisions of EC Part 30 Chapter 4.4 §56246.5.
f. Infant Support Services will be staffed by transdisciplinary teams of professionals from various disciplines who will work with the family and share their expertise both in assessment and ongoing service delivery. The team members may include but not be limited to specialists in vision and hearing impairments, early childhood special education, psychology, nursing, social work, speech pathology and physical and occupational therapy. The delivery of the transdisciplinary team assessment and ongoing service will follow the guidelines set forth in EC Part 30 Chapter 4.4 §56426.6.
5. Provision of Specialized Services to Infants and Toddlers with Low Incidence Disabilities The District’s services to infants and toddlers with low incidence disabilities will be delivered through District staff. Infant Support Services will be staffed with credentialed personnel with expertise in vision, hearing and orthopedic impairments. Children with low incidence disabilities will be provided with specialized services, materials and
equipment, consistent with guidelines set forth in EC Part 30 Chapter 2 Article 2 §56136. 6. Service Coordination
Infant Support Services will offer service coordination as described in the Section Program Operations, B. Trained staff will serve as service coordinators assuring that families receive the appropriate service as required in Part C. Specific service coordination activities that will be offered through the family center include: a. Coordinating evaluations and assessments.
b. Facilitating and participating in the development, review and evaluation of Individualized Family Service Plans.
c. Assisting families in identifying available service providers. d. Coordinating and monitoring the delivery of available services. e. Informing families of the availability of advocacy services. f. Coordinating with medical and health providers.
The IFSP for any child who will be turning three within any given year will include the steps that will be taken to support that child in the transition from infant and toddler services. This may be a transition to Part B special education services if appropriate or to other services that may be available. The service coordinator will work closely with the family in the transition process and assure that the following steps are included: a. There will be discussions with and training of the parents regarding future
placements and other matters related to the child’s transitions. This may involve the sharing of specific information about future service options, visits to program sites, discussions with preschool program staff, and discussions with other families who have experienced the transition.
b. Procedures will be designed to prepare the child for changes in service delivery, including steps to help the child adjust to, and function in a new setting. The service coordinator and District providers will play a key role in assuring that these
procedures are implemented. Infant program staff will be knowledgeable of the future service options and will begin to work with the child to assure a smooth transition to that option. Staff will be sensitive to the issues of separation and
attachment and will work to assure both a healthy separation from the infant services as will as assisting in the attachment to the preschool services and providers. When appropriate, a plan of visits for the child to the new services will be arranged. As the child transitions from the IFSP to the IEP there will be goals written into the IEP that will continue to assure a smooth transition of services.
c. With parental consent, there will be the transmission of information about the child to the District’s Early Childhood Education office to ensure continuity of services. This will include evaluation and assessment information required in Part C and copies of the IFSPs that have been developed. With parental consent the service coordinator will also work to promote direct communication between service providers to facilitate a smooth and appropriate transition for the child.
8. Local Interagency Dispute Resolution
The plan for local interagency dispute resolution is part of the Interagency Agreement between Los Angeles County Regional Centers and Los Angeles County Local Education Agencies. In that agreement a local dispute is defined as a disagreement between local education agencies and regional centers as to:
a. The eligibility of the infant or toddler;
b. Which agency is responsible for the infant and family evaluation and assessment, service coordination, and the development and implementation of the IFSP; and c. Which agency is responsible for the provision/purchase of appropriate early
intervention services.
Both parties have agreed to guidelines which include, but are not limited to, the following principles and procedures:
a. Every attempt should be made to resolve local disputes at the lowest possible administrative level, as addressed in the Memorandum of Understanding (MOU) or Interagency Agreement (IA).
b. When a regional center and a local educational agency have a dispute that cannot be resolved between them, they may request technical assistance from the
Department of Developmental Services (DDS) or the California Department of Education (CDE).
c. If resolution cannot be reached within 60 calendar days, the issue will be referred to the DDS and the CDE for a state-level review and resolution.
d. The state-level review will be conducted jointly by the DDS and the CDE and a decision rendered in 60 calendar days of receipt of the referral.
Nothing in these dispute resolution procedures shall preclude a parent or an agency from initiating due process or complaint procedures.
During the pendency of a dispute, a child must continue to receive the appropriate early intervention services currently being provided. If the dispute involves initial early
intervention services, the child must receive all of the early intervention services identified and agreed to in the IFSP.
During pendency of a dispute, the DDS will assign financial responsibility.
Interagency Agreement
See the Interagency Agreements (Appendix D) between the Los Angeles Unified School District and the six Regional Centers (Westside, Eastern Los Angeles, North Los Angeles County, Lanterman, Harbor, and South Central Los Angeles).
SPECIAL EDUCATION SERVICES FOR PRESCHOOL CHILDREN
Child Find
The District is in contact with a variety of outside agencies, including Early Education Centers and Head Start as well as private preschools, Regional Centers, Family Resource Centers, and neonatal intensive care units to implement child find services.
Child find informative materials are distributed District-wide and throughout the community. Parents are referred to a single point of contact, the Early Childhood Education office, for assessment, placement and service. Staff members from the District, Local District, Special Education Support Units and school locations direct parents to the Infant and Preschool Support Services office to facilitate this process.
In most cases birth through 5 year olds are not enrolled in public school programs. Therefore, a primary responsibility of the District is to make families, schools and agencies aware of available special education services and criteria for eligibility.
“Child Find” information is disseminated through letters, program brochures, presentations and workshops. Such educational information is directed to the following:
Neighborhood schools Early Education Center
District classes for 4 year old children (School Readiness Language Development Program, California State Preschool Programs, Los Angeles Universal Preschool Classes, Pre-Kindergarten and Family Literacy Program Classrooms)
Head Start agencies
Los Angeles Universal Preschool (LAUP) programs Regional Centers
Family Resource Centers Hospitals and clinics Private preschools Child Care providers
Child Care Resources and Referral Agencies Department of Children and Family Services Los Angeles County Office of Child Care Los Angeles County First 5
First 5 Early Developmental Screening and Intervention Initiative
The California Department of Education’s Early Warning Signs brochure and a District created developmentally appropriate skills screening checklist are also distributed to assist in
determination of need.
